Preface
This handbook is for anyone who is preparing candidates for the Cambridge ESOL First Certificate in
English examination (FCE).
The introduction gives an overview of FCE and its place within Cambridge ESOL. This is followed by a
focus on each paper and includes content, advice on preparation and example papers.
Contents
2 Introduction to Cambridge ESOL 5 FCE support
INTRODUCTION
3 Introduction to FCE
6 General description 8 Preparation
6 Structure and tasks 10 Sample paper
1
1
7 The four parts of the Reading paper 14 Answer keys and answer sheet
READING PAPER
15 General description 19 Sample paper
15 Structure and tasks 20 Assessment
1
2
16 The two parts of the Writing paper 22 Sample scripts and mark schemes
WRITING PAPER
17 Preparation
28 General description 32 Sample paper
28 Structure and tasks 35 Answer keys
3
29 The five parts of the Use of English 36 Answer sheets
paper
USE OF ENGLISH PAPER
30 Preparation
37 General description 44 Sample tapescript
37 Structure and tasks 49 Answer keys and answer sheet
4
38 The four parts of the Listening paper 50 Alternative task type
LISTENING PAPER
39 Preparation 51 Alternative task type, tapescript
and answer key
41 Sample paper
52 General description 54 Preparation
52 Structure and tasks 56 Sample paper
5
53 The four parts of the Speaking test 59 Assessment
SPEAKING TEST
OVERVIEW OF FCE
GLOSSARY
fce examination | contents
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Cambridge ESOL examinations fulfil the Code of Practice
Introduction to Cambridge
established by ALTE. This Code of Practice focuses on the
responsibilities of both examination providers and
ESOL
examination users and covers four main areas:
" developing examinations
University of Cambridge ESOL Examinations
" interpreting examination results
University of Cambridge ESOL Examinations (Cambridge ESOL)
" striving for fairness
is a part of the University of Cambridge Local Examinations
" informing examination takers.
Syndicate (UCLES), which has provided examinations in
English for speakers of other languages since 1913. Cambridge
For more information on ALTE please visit www.ALTE.org
ESOL offers an extensive range of examinations, certificates
and diplomas for learners and teachers of English. In 2002 over
Official accreditation in the UK
1.2 million people took these examinations at centres in over
130 countries.
FCE has been accredited by the Qualifications and Curriculum
Authority (QCA), the statutory regulatory authority for
Cambridge ESOL examinations can be taken by anyone whose
external qualifications in England, and its counterparts in
first language is not English. They are suitable for learners of
Wales and Northern Ireland at Level 1 in the National
all nationalities, whatever their first language and cultural
Qualifications Framework, under the title Cambridge ESOL
background, and there are examinations suitable for learners
Level 1 Certificate in English (ESOL) .
of almost any age. The range of Cambridge ESOL examinations
includes specialist examinations in Business English and
Key features of Cambridge ESOL examinations
English for Academic Purposes, as well as tests for young
learners and a suite of certificates and diplomas for language
Cambridge ESOL undertakes:
teachers.
" to assess language skills at a range of levels, each of
The examinations cover all four language skills reading, them having a clearly defined relevance to the needs of
writing, listening and speaking. They include a range of tasks language learners
which assess candidates ability to use English, so that in
" to assess skills which are directly relevant to the range
preparing for the examinations, candidates develop the skills
of uses for which learners will need the language they
they need to make practical use of the language in a variety of
have learned, and which cover the four language skills
contexts. Above all, what the Cambridge ESOL examinations
reading, writing, listening and speaking as well as
assess is the ability to communicate effectively in English.
knowledge of language structure and use
Cambridge ESOL is committed to providing examinations of " to provide accurate and consistent assessment of each
the highest possible quality. This commitment is underpinned language skill at the appropriate level
by an extensive programme of research and evaluation, and by
" to relate the examinations to the teaching curriculum in
continuous monitoring of the marking and grading of all
such a way that they encourage positive learning
Cambridge ESOL examinations. Of particular importance is the
experiences, and to seek to achieve a positive impact
rigorous set of procedures which are used in the production
wherever possible
and pretesting of question papers.
" to endeavour to be fair to all candidates, whatever their
national, ethnic and linguistic background, gender or
The Association of Language Testers in Europe
disability.
(ALTE)
Cambridge ESOL examinations are designed around four
Cambridge ESOL is a member of the Association of Language
essential qualities: validity, reliability, impact and practicality.
Testers in Europe (ALTE), which was formed in 1990. The
Validity is normally taken to be the extent to which a test can
members are all providers of language examinations and
be shown to produce scores which are an accurate reflection
certificates from countries within Europe.
of the candidate s true level of language skills. Reliability
The principal objectives of ALTE are as follows:
concerns the extent to which test results are stable, consistent
" to promote the transnational recognition of certification,
and accurate, and therefore the extent to which they can be
especially in Europe
depended on for making decisions about the candidate.
" to establish common standards for all stages of the Impact concerns the effects, beneficial or otherwise, which an
language testing process, i.e. test development, question examination has on the candidates and other users, whether
and materials writing, test administration, marking and these are educational, social, economic or political, or various
grading, reporting of test results, test analysis and combinations of these. Practicality can be defined as the
reporting of findings extent to which an examination is practicable in terms of the
resources needed to produce and administer it. All these
" to collaborate on joint projects and in the exchange of
factors underpin the development and production of
ideas and know-how.
Cambridge ESOL examinations.
fce examination | introduction to cambridge esol
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What an FCE candidate can do
Introduction to FCE
Examinations at Level B2 are frequently used as proof that the
learner can do office work or take a course of study in the
The level of FCE
medium of the language being learned. Learners at this level
FCE is at Level B2 of the Common European Framework, and a can be assumed to have sufficient ability to operate effectively
description of this level is given below in terms of: in English in many clerical, secretarial and managerial posts.
" what material learners can handle
The ALTE Can Do Project
" what learners can be expected to be able to do.
The Association of Language Testers in Europe (ALTE) has
The type of material an FCE candidate can deal with developed a framework which covers six levels of language
proficiency aligned to the Council of Europe Common
At this level, a learner should be able to handle the main
European Framework. Research carried out by ALTE has shown
structures of the language with some confidence, demonstrate
what language learners can typically do at each level.
knowledge of a wide range of vocabulary and use appropriate
communicative strategies in a variety of social situations. The table below gives some examples at FCE level of typical
Their understanding of spoken language and written texts general ability plus ability in each of the skill areas and in a
should go beyond being able to pick out items of factual range of contexts.
information, and they should be able to distinguish between
main and subsidiary points and between the gist of a text and
specific detail. They should be able to produce written texts of
various types, showing the ability to develop an argument as
well as describe or recount events.
Can Do summary
Typical abilities Listening and Speaking Reading and Writing
Overall general ability CAN follow a talk on a familiar topic. CAN scan texts for relevant information.
CAN keep up a conversation on a fairly wide range of topics. CAN make notes while someone is talking or write a letter
including non-standard requests.
Social & Tourist CAN ask for clarification and further explanation, and is likely CAN read the media for information quickly and with good
to understand the answer. understanding.
CAN keep up a conversation on a fairly wide range of topics. CAN express opinions and give reasons.
Work CAN ask for factual information and understand the answer. CAN understand the general meaning of non-routine letters
and understand most of the content.
CAN express her/his own opinion, and present arguments
to a limited extent. CAN write a simple report of a factual nature and begin to
evaluate, advise, etc.
Study CAN answer predictable or factual questions. CAN make simple notes that are of reasonable use for
essay or revision purposes, capturing most important
CAN check that all instructions are understood. points.
CAN present arguments, using a limited range of
expression (vocabulary, grammatical structures).
fce examination | introduction to fce
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" Reasons for taking FCE
Varieties of English
Candidates reasons for wanting an English language
Candidates responses to tasks in the Cambridge ESOL
qualification are roughly distributed as follows:
examinations are acceptable in varieties of English which
" to gain employment (51%)
would enable candidates to function in the widest range of
" for further study (32%)
international contexts. Candidates are expected to use a
" out of personal interest (17%).
particular variety with some degree of consistency in areas
such as spelling, and not for example switch from using a
FCE administration
British spelling of a word to an American spelling of the same
word in the same written response to a given task. FCE is held each year in March, June and December in about
700 centres worldwide. Candidates must enter through a
Recognition recognised centre.
FCE has widespread recognition in commerce and industry,
Grading and results
e.g. for public contact or secretarial work in banking, airlines,
catering, etc. Many universities and other educational
The five FCE papers total 200 marks, after weighting. Each
institutions recognise FCE for English language entrance
paper is weighted to 40 marks.
requirements. More information about recognition is available
A candidate s overall FCE grade is based on the total score
from centres, British Council offices, Cambridge ESOL and
gained by the candidate in all five papers. It is not necessary to
from www.CambridgeESOL.org
achieve a satisfactory level in all five papers in order to pass
the examination.
FCE candidature
The overall grade boundaries (A, B, C, D and E) are set
Information is collected about the FCE candidates at each
according to the following information:
session, when candidates fill in a Candidate Information
" statistics on the candidature
Sheet. The candidates for FCE come from a wide range of
backgrounds and take the examination for a number of
" statistics on the overall candidate performance
different reasons. FCE is the most widely taken Cambridge
" statistics on individual items, for those parts of the
ESOL examination and the annual candidature is in excess of
examination for which this is appropriate (Papers 1, 3
250,000.
and 4)
The following points summarise the characteristics of the
" advice, based on the performance of candidates and
current FCE candidature.
recommendations of examiners, where this is relevant
(Papers 2 and 5)
" Nationality
" comparison with statistics from previous years
FCE is taken by candidates throughout the world in about
examination performance and candidature.
100 countries, although the total number of nationalities
represented in the candidature is over 200. The majority of
Results are reported as three passing grades (A, B and C) and
these candidates enter for FCE in European and South
two failing grades (D and E). The percentage of marks needed
American countries. Many candidates also take the
to achieve each grade may vary from session to session
examination in the UK.
depending on the precise difficulty of the individual papers
" Age
which make up the particular examination. The approximate
Most candidates (about 75%) are under 25, with the average
ranges of percentages for each grade at FCE are typically as
age being about 23. In some countries the average age is
follows:
lower.
Passing Grades Failing Grades
" Gender
Grade A 80% and above Grade D 55% to 59%
About 60% of candidates are female.
Grade B 75% to 79% Grade E 54% and below
" Employment
Grade C 60% to 74%
Most candidates are students, although there are
considerable differences in the proportion of students in
Statements of results are sent out to all candidates and
different countries.
include a graphical display of the candidate s performance in
each paper. These are shown against the scale Exceptional
" Exam preparation
Good Borderline Weak, and indicate the candidate s relative
A large proportion of candidates (about 80%) undertake a
performance in each paper.
preparatory course before taking the examination.
fce examination | introduction to fce
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Notification of results Past papers and examination reports
Statements of results are issued through centres approximately Cambridge ESOL produces past examination papers, which
two months after the examination has been taken. Certificates can be used for practice, and examination reports, which
are issued about six weeks after the issue of statements of provide a general view of how candidates performed overall
results. Enquiries about results may be made through Local and on each paper and offer guidance on the preparation of
Secretaries, within a month of the issue of statements of results candidates. Details of how you can order past papers and
slips. examination reports, and a downloadable order form, are
available from
Special circumstances www.CambridgeESOL.org/support/pubs/index.cfm
Special circumstances covers three main areas: special The sample question papers included in this handbook have
arrangements, special consideration and malpractice. been produced to reflect the format of the examination.
However, candidates are strongly advised not to concentrate
" Special arrangements:
unduly on working through practice tests and examinations as
These are available for candidates with a permanent or
this will not by itself make them more proficient in the
long-term disability, such as a visual or hearing difficulty, or
different skills.
a temporary difficulty such as a broken hand, or ear
infection affecting a candidate s ability to hear clearly. They
On-line support
may include extra time, separate accommodation or
equipment, Braille transcription, etc. Consult the Cambridge ESOL provides an on-line resource for teachers,
Cambridge ESOL Local Secretary in your area for more designed to help them understand the examinations better
details as soon as possible. and to prepare candidates more effectively.
" Special consideration: The Teaching Resources website can be found at
Cambridge ESOL will give special consideration to www.CambridgeESOL.org/teach
candidates affected by adverse circumstances immediately
In some countries, a dedicated Cambridge ESOL website is
before or during an examination. Special consideration can
available. These websites can be found at
be given where an application is sent through the centre
www.CambridgeESOL.(initials for country), e.g.
and is made within ten working days of the examination
www.CambridgeESOL.gr (Greece)
date. Examples of acceptable reasons for giving special
www.CambridgeESOL.ch (Switzerland)
consideration are in cases of illness or other unexpected
events.
Seminars for teachers
" Malpractice:
Cambridge ESOL offers a wide range of seminars designed for
Cambridge ESOL will consider cases where candidates are
teachers concerned with the examinations; some are also
suspected of copying, collusion or breaking the
suitable as introductions for administrators, school directors,
examination regulations in some other way. Results may be
etc. Some seminars are intended to provide information and
withheld because further investigation is needed or
support for teachers who are familiar with the examinations,
because of infringement of regulations. Centres are notified
and others can be used to introduce teachers to established
if a candidate s results have been investigated.
examinations and also to new or revised examinations.
Contact Cambridge ESOL Information for further details.
FCE support Further information
Copies of the Regulations and details of entry procedure,
Course materials
current fees and further information about this and other
A number of coursebooks and practice materials are available Cambridge examinations can be obtained from the Cambridge
from publishers. A list of UK publishers which produce ESOL Local Secretary in your area, or from the address on the
material related to the examinations is available from back cover of this handbook. In some areas this information
Cambridge ESOL Information and is on the Cambridge ESOL can also be obtained from the British Council.
website. FCE requires an all-round language ability and this
should be borne in mind when selecting course materials.
Most coursebooks will need to be supplemented; care should
be taken to ensure that coursebooks and practice materials
selected accurately reflect the content and format of the
examination.
N.B. Cambridge ESOL does not undertake to advise on textbooks or
courses of study.
fce examination | fce support
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